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Filming test problem for motion picture proficiency test.
Film Proficiency Tests:
(CONTIM ED FROM PRECEDING PACE) out thai this validity was determined by relating performance on the tests to supervisors" ratings of the students' work in the praetical phases of the course. A prol)lem for future research is that of determining the valadity of fihn tests by comparing them with actual job performances.
Format of Film Test Problems ♦ The test problems included in the fdm proficiency tests were of three main varieties:
1. Multiple-choice type problems. A sequence of operations was filmed together with relevant sounds. The film would ask the trainees such questions as, '"What, if anything, is
wrong with this engine?"'; or, "\^ hat adjustment is the mechanic making?"'; or, "Yi'hat should you do next?"; or, ''What principle does this demonstrate?"; or, "What did the mechanic do incorrectly?"
Four alternative answers would be presented in the form of titles and spoken commentary to minimize demands on reading ability, and the student would be asked to indicate his choice of right answer on a special form.
2. .Situational test problems. An extensive trouble-shooting problem would be presented, complete with real sound effects, and the student would be asked to indicate on a check list what steps he would take. and in what order he would perform them, to rectify the trouble.
3. Judgmental test problems. A complete overhaul operation would be filmed in which several men take part. The trainees seeing the film would be asked to rate the performance of each man with reference to a number of criteria. (Test problems of this kind appear to be very appropriate for selecting foremen and supervisors.)
Advantages of Film Proficiency Tests Are Enumerated
♦ Film proficiency tests have a number of apparent advantages:
1. Realistic visual and sound test materials can be presented by films.
2. Film tests can be produced which closely correspond to actual work situations.
3. V^ e believe that the ""\ crbal loadings" of film tests can be greatly reduced over paper-pencil tests, but this was not demonstrated in the present study.
4. Complex fields of stimulation, both visual and sound, can be presented for the trainees' discrimination and response.
5. Film proficiency test administration can be highly standardized and controlled.
6. Film tests can be administered
Simple setup of production for filming proficiency test.
simultaneously to relativelv large groups of people ( 100 or more at a time ) .
7. The tests can be scored objecti\ely and quantitatively.
o. Trainees indicate that thev prefer film tests to paper-pencil tests — film tests appear to be relatively more interesting to take.
9. If knowledge of results on test problems is given to the trainees, the test can become a valuable teaching aid.
Feasible at Low-Cost Level
We believe that film proficiency tests are economicallv feasible to produce if simplified 16mm production methods are used. While they are considerably more expensive to ])repare than paper and pencil tests, ihey are much less expensive to produce and administer than comparable ""work-sample" tests which would need a great deal of supervision, tie up much equipment, and require considerable setting-up time.
The application of film tests of many types in industry and elsewhere is. in our opinion a challenging new field which invites further research and development.
The Use of Films for Job Description
T?\TENSIVE Use of Films has been -'-^ made in industry for time and motion study, for improving efficiency and for work simplification. A (CONTINUED ON PAGE SIXTY -THREE)
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